Stage 1: Complete by end of November 2006
· What are the language criteria for admission and class placement?
· Are there different language criteria for admission/placement for different grade levels?
· Are there subject-specific language criteria for admission/placement?
· Who makes admissions/placement decisions? What is the decision-making process?
· Should there be enrollment quotas for different language groups?
· Do language criteria/standards affect students’ promotion/retention?
· Is there a level of language fluency required for graduation?
· Should there be a personal language plan for each student?
· When/how should students be assessed in their mother tongue for admission/placement/promotion/retention? Should this be uniform for all languages?
· What proportion of ESL students are there in classes at different grade levels?
· Are the placements to test appropriate? -- Background, age
· Maximum time in EAP?
· Exit criteria for EAP?
· Share rights and responsibilities as language learners to families.
ESL PROGRAM
Stage 1: Complete by the end of November 2006
· What are the philosophy and purpose of the ESL program?
· What ESL definitions do we use?
· What model(s) of ESL support do we have? Are they the same at all grade levels?
· Which students do we support and for how long?
· Are all teachers ESL teachers?
· What ESL training do we provide for ESL teachers and all other teachers?
· What are the ESL class quotas? Who monitors this?
· What are student/staffing ratios for ESL? Is this different for different grade levels?
· What are the entry/exit criteria for the ESL program by grade level?
· Are there differences in ESL support offered according to the different IBO programs (PYP, MYP, DP)
· How are ESL students assessed/reported compared with their peers?
· Are there different homework expectations for ESL students?
· What after/out of school provision do we provide for ESL students? Who provides this provision, and who pays?
· How do we promote ESL status to parents as a positive thing?
· Should there be an additional fee charged to parents for ESL support?
· We should change our terminology from “ESL” to “EAL” or “ELL”
· Do we exit ESL students from ESL too quickly?
· Do we have adequate ESL support (staffing)?
· Do we have ways for collaboration between ESL/non-ESL faculty?
· Should ESL kids have to take Chinese?
· Is there adequate parent education about ESL?
· Are we using the best entry/exit test?
ESL PROGRAM; ADMISSION AND PLACEMENT
Table of Contents
ADMISSION AND PLACEMENT
Stage 1: Complete by end of November 2006· What are the language criteria for admission and class placement?
· Are there different language criteria for admission/placement for different grade levels?
· Are there subject-specific language criteria for admission/placement?
· Who makes admissions/placement decisions? What is the decision-making process?
· Should there be enrollment quotas for different language groups?
· Do language criteria/standards affect students’ promotion/retention?
· Is there a level of language fluency required for graduation?
· Should there be a personal language plan for each student?
· When/how should students be assessed in their mother tongue for admission/placement/promotion/retention? Should this be uniform for all languages?
· What proportion of ESL students are there in classes at different grade levels?
· Are the placements to test appropriate? -- Background, age
· Maximum time in EAP?
· Exit criteria for EAP?
· Share rights and responsibilities as language learners to families.
ESL PROGRAM
Stage 1: Complete by the end of November 2006· What are the philosophy and purpose of the ESL program?
· What ESL definitions do we use?
· What model(s) of ESL support do we have? Are they the same at all grade levels?
· Which students do we support and for how long?
· Are all teachers ESL teachers?
· What ESL training do we provide for ESL teachers and all other teachers?
· What are the ESL class quotas? Who monitors this?
· What are student/staffing ratios for ESL? Is this different for different grade levels?
· What are the entry/exit criteria for the ESL program by grade level?
· Are there differences in ESL support offered according to the different IBO programs (PYP, MYP, DP)
· How are ESL students assessed/reported compared with their peers?
· Are there different homework expectations for ESL students?
· What after/out of school provision do we provide for ESL students? Who provides this provision, and who pays?
· How do we promote ESL status to parents as a positive thing?
· Should there be an additional fee charged to parents for ESL support?
· We should change our terminology from “ESL” to “EAL” or “ELL”
· Do we exit ESL students from ESL too quickly?
· Do we have adequate ESL support (staffing)?
· Do we have ways for collaboration between ESL/non-ESL faculty?
· Should ESL kids have to take Chinese?
· Is there adequate parent education about ESL?
· Are we using the best entry/exit test?